Posts Tagged ‘multi-modal’

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Here’s to a future of many Little Green Blogs

posted: 4.18.13 by Nedra Reynolds

A few months ago, a student I had never met, a writing minor, asked me if I would be the faculty sponsor for her Senior Project in the Honors Program this spring.  As usual, I hesitated about adding one more thing to the list, but I did read Alyssa’s proposal.  That gave me pause because she was planning to produce a blog about sustainability and green issues.  Like you, I’ve seen my share of bad blogs and don’t think the world needs more of them.  So we talked about it.  Did she understand what she was getting into?  Did she realize that a successful blog demands frequent updates?  Was she prepared for multi-modal composing?  She admitted to having a lot to learn, but she was also enrolling in a course, “Writing in Electronic Environments” and hoped that it would give her the tools and guidance she needed. [read more]

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Learning by Writing

posted: 2.13.12 by archived

Some interesting work in composition research addresses the ways that writing represents an advanced form of thinking, conceptualization, and memorization. See, for instance, Janet Emig’s work on “Writing as a Mode of Learning.” Also, a few weeks ago, Wired magazine summarized a recent study showing that students actually study best by writing essays. The study originally appeared in the journal Science. As writing teachers, we often believe in the power of writing—and we try to communicate it to other teachers and to our students. I know I do. But I also know that sometimes I lose sight of an important fact.

Yes, it is so important to see writing “as a mode of learning,” or as a type of “higher-order thinking.” Otherwise, it is too easily seen as just a skill. But look a bit more closely at the recent Wired study. It shows that most students were best able to memorize information about a series of scientific articles that they read when they studied by writing a short essay about the articles. On average, writing worked much better than concept-mapping or other “elaborative studying” techniques. Writing an essay rather than creating a concept map, for most students, even prepared them to create better concept maps when they were later tested. You can’t get much better evidence for the power of writing than that. [read more]

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Categories: Jay Dolmage, Uncategorized
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How I Got Here, From There

posted: 9.10.10 by archived

The personal narrative assignment is the first prompt most college writers are given in writing class. I wrote about this assignment in a BITS post from the start of the Fall semester last year. At that time, I suggested some ways to alter the personal narrative assignment to encourage even greater originality (some example assignments included autoethnographies, audio narratives, literacy narratives, multigenre and multivocal variations, and so on). You can also access some ideas that I suggested for in-class writing (timelines and artifacts, as well as playlists, sketches, and storyboards). In today’s post, I suggest further personal narrative activities, inspired in part by a comic strip I used to read when I was a kid and by an article I recently read on

You might remember the Family Circus comic strip, a single panel staple of the Sunday funnies, now over fifty years old. One interesting, recurrent visual trope was a map of the path that one of the Family Circus kids (often Billy) took through the neighborhood in a given day. For some reason, I always loved these maps. The article in Slate, written by Julia Turner, discusses (and reprints) hand-drawn maps. (Other examples of this unique art form can be found on With the advent of the GPS, GoogleMaps, and MapQuest, it seems like the hand-drawn map could become obsolete, but Turner’s article makes an interesting case for the virtues of these sketches. I like the idea that a map can be about more than just traveling from point A to point B. Billy’s maps, for example, were really inventories of his imagination. [read more]

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Categories: Drafting, Jay Dolmage, Writing Process
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